Autonomic profiles and self‐regulation outcomes in early childhood. Issue 5 (6th January 2022)

• Record Type: Journal Article
• Authors: Zeytinoglu, Selin; Calkins, Susan D.; Leerkes, Esther M.
• Other Names: Chevalier Nicolas guestEditor.; Lipina Sebastián guestEditor.; Scerif Gaia guestEditor.; Segretin M. Soledad guestEditor.
• Is Part Of: Developmental science. Volume 25:Issue 5(2022)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2022-01-06
• Subjects: autonomic nervous system -- early childhood -- emotion regulation -- executive functions -- self‐regulation; Developmental psychology -- Periodicals; Psychology, Comparative -- Periodicals; 155
• DOI: 10.1111/desc.13215
• Languages: English
• ISSNs: 1363-755X

Abstract

Abstract: This study examined autonomic profiles in preschoolers ( N = 278, age = 4.7 years) and their relations to self‐regulation outcomes concurrently and one year later, in kindergarten. Children's sympathetic (preejection period [PEP]) and parasympathetic activity (respiratory sinus arrythmia [RSA]) were measured at rest and during cognitive and emotional tasks. Three self‐regulatory competencies were assessed: executive functions, emotion regulation and behavioral regulation. Executive functioning was measured at ages 4 and 5 using laboratory tasks designed to assess updating/working memory, inhibitory control, and cognitive flexibility. Emotion regulation was observed during emotionally distressing tasks in the laboratory, both at ages 4 and 5. Behavioral regulation and emotional reactivity were assessed via teacher ratings in kindergarten, at age 5. Latent profile analysis yielded four autonomic profiles: moderate parasympathetic inhibition (45%), reciprocal sympathetic activation (26%), coinhibition (25%), and high sympathetic activation (7%). The reciprocal sympathetic activation group showed better executive functioning in preschool and kindergarten, particularly compared to the high sympathetic activation group. The moderate parasympathetic inhibition group showed lower emotional reactivity and better behavioral regulation in kindergarten, compared to the other three groups. Findings suggest that autonomic profiles meaningfully associate with self‐regulation outcomes in early childhood, such that certain profiles relate to better self‐regulation than others.